Every year, almost every student says, “I suck at writing. I hate it.” I hear this phrase far more than “Hello,” “Thank you,” or even “Can I use the restroom?”

It is not uncommon for a student to struggle with newly learned material. The question we need to ask is when does it become problematic?

It has struck me over the past few years working with senior secondary school students that an ideal approach to guiding them through their academic year is to liken the student group to a sporting team that you are ‘coaching’ through to a successful season. For the past two and a half years, I have served as the Study Centre Supervisor and Academic Tutor [...]

In English classes, which require students to sit and read or write for extended periods of time, it can be challenging to get them to want to do their work.

After working as both a teacher and an administrator, I know how much of a difference it can make when school leaders truly appreciate the power of computer science.

In my experience with teaching the Charter, a great way to connect the priorities of fifteen-year-olds with the values of this significant document is by thinking like a teen.

Languages other than English have never been top priority in the U.K., so when I was asked to teach French to my entire school, the prospect filled me with excitement.

The first steps a student takes after graduation are as critical as graduating itself. While some students have a clearly defined plan and purpose, many others do not.

In today’s diverse classrooms, fostering cultural awareness is essential in order to create inclusive and engaging learning environments